Abstract :In recent years there has been a great interest from researchers in the importance and development of emotional intelligence in education. Emotional intelligence is defined as the ability to understand the importance of one`s own and other`s emotions and to use this knowledge to find the causes of problems and to solve these problems. Essential qualities for teachers, which include emotional self-control, emotional stability, empathy, communication skills, and management skills, reflect key components of emotional intelligence. These qualities enable teachers to regulate their emotions while interacting with students and effectively handle classroom dynamics. Successfully managing a variety of classroom situations requires emotional intelligence, which includes understanding and managing one`s own emotions and effectively navigating the feelings of others. This study aims to describe, identify, and analyze the general emotional level among contemporary pedagogues who work in one of the high schools of the city of Gjirokastra and belong to the age group of 25-50 years, in terms of their ability to solve social problems in the context of school and measure the relationship between emotional intelligence and problem-solving ability. The research is a descriptive, quantitative study in the general screening model. The Bar-On Patient Emotional Inventory (EQ-I) and Problem-Solving Inventory (IPS) scales were used as data collection instruments. Based on the results obtained from the emotional intelligence inventory and the level of social problem-solving, a positive and direct correlation between emotional intelligence and problem-solving abilities emerged. As emotional intelligence scores increased, problem- solving skills also showed an increase. Conversely, higher levels of problem-solving skills were associated with greater emotional intelligence. Keywords : Emotional intelligence, problem-solving, teacher, school.
